ABSTRACT
The pedagogy of Women's Studies was similar to the instructional goals of other literature classes. Students were encouraged to internalize the literature with both class discussion and specific exercises focusing on analysis, interpretation, and personal reactions. Students were guided to analyze texts for meaning, verisimilitude, language, theme, and technique. The class always had these goals: consciousness-raising, recognition of gender bias, and increased reading and writing skills as well as instilling a value for literature. Enrollment in the class drew from the school's general population, which included college-bound students, vocational-technical enrollees, unfocused adolescents, and potential dropouts. Assessment, evaluation, creativity, discussion, and encouragement of students' engagement in their learning were part of the value of the Phase Elective curriculum. Students produced independent research, and creative and artistic projects like videotapes, collages, songs, skits, and poetry.
